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From the World to Western: A Community-Engaged Teaching Strategy to Enhance Students’ Learning of Cultural Issues Relevant to Healthcare
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In: International Journal of Environmental Research and Public Health; Volume 19; Issue 9; Pages: 5114 (2022)
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Cultural Experience Influences Multisensory Emotion Perception in Bilinguals
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In: Languages; Volume 7; Issue 1; Pages: 12 (2022)
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Theoretische und praktische Konzepte der begleitenden Unterstützung von Kindern, die die Unterrichtssprache kaum beherrschen
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Fürst, Carina (BEd). - : Linz : Private Pädagogische Hochschule der Diözese Linz, 2022
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“We about to be real”… “Literacy is everywhere”… “Ya somos expertos”: Documenting and learning from families’ language and literacy practices
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The Application of Augmented Reality (AR) to Language Learning and its Impact on Student Motivation
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Delivering on a Promise: A Longitudinal Cohort Study of Emergent Bilinguals' Academic Achievement in a Utah Dual Language Program
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In: All Graduate Theses and Dissertations (2022)
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| 7 |
The ideological foundations of Breton and Lower Sorbian language revitalization through education and their consequences for new speakers
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In: ISSN: 1367-0050 ; International Journal of Bilingual Education and Bilingualism ; https://hal.archives-ouvertes.fr/hal-03516435 ; International Journal of Bilingual Education and Bilingualism, Taylor & Francis (Routledge), 2021, ⟨10.1080/13670050.2021.1999900⟩ (2021)
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Observación Participante de Clases Virtuales Bilingües en K-2 Durante Covid-19
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In: World Languages and Cultures (2021)
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An explanatory sequential mixed methods study exploring interpersonal relationships and social-emotional learning in dual language two-way immersion and general education classrooms.
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Abstract:
Developing cross-cultural awareness and deterring discrimination based on race and ethnicity is a priority in United States’ schools (Lindholm, 1994; Rodriguez-Hidalgo, Calmaestra, Casas, & Ortega-Ruiz, 2019). In a proactive approach to devising effective systems to build cultural competency, the nation’s educational system provides a means for imparting the skills necessary to thrive in a global world (U.S. Department of Education, 2017). Diversified education programs, such as Dual Language Two-Way Immersion (DLTWI) models, are on a considerable rise in popularity among school districts nationwide (Lindholm, 2013). Academic achievement and bilingualism are two well-recognized goals of dual-language programs. However, there is a third goal that boasts promoting cross-cultural understanding and awareness, which is also undeniably more challenging to measure (Feinaurer & Howard, 2012; U.S. Department of Education, 2017). This explanatory sequential mixed method study examined student behaviors in two fifth grade classrooms, one Dual Language Two-Way Immersion classroom, and one general education classroom, to observe the interpersonal relationships, social-emotional learning, and classroom cultures of each. This study’s theoretical framework stemmed from sociocultural theory (Vygotsky, 1978), social and emotional learning (CASEL, 2019), and the lens of Culturally Relevant Pedagogy (Ladson-Billings, 1995). This study revealed differences in student development of social-emotional learning skills and classroom culture in both of the aforementioned educational programs, based on the structure of the instructional environment. The study took place in an elementary school within a large south-central Texas school district, implementing a Dual Language TwoWay Immersion program since 2010. The program model adhered to a 90/10 (Spanish and English respectively) framework and involved a 50/50 classroom ratio of majority and minority speakers. Data collection involved a SEL competency rating scale, student self-reporting, and observations. Data analysis occurred in two phases, with first quantitative phase desegregated data for statistical significance of SEL differences between the classroom settings. The qualitative phase involved the categorization of observation protocols and student responses. Key findings demonstrated students in the dual language setting rated higher in SEL competencies and were more likely to have higher self-efficacy and display a growth mindset than students in a general education setting.
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Keyword:
Culturally relevant pedagogy. Social and emotional learning. Dual Language. Dual language two-way immersion. Cultural competency. Bilingual education
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URL: https://hdl.handle.net/2104/11631
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| 10 |
Functional and Anatomical Adaptations in Multilingual Language Users
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| 11 |
Loving the Language: The Choice, Marketing, and Impact of Mandarin Immersion
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| 12 |
Controlling Two Languages: Cost-Benefit Analysis of Immersion in Second-Language Learning
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In: Challenger, vol 2, iss 3 (2021)
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| 13 |
Fostering teacher language awareness in a primary English-language immersion school in France: supporting teachers on the road to engaging students’ bilingual competencies
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In: ISSN: 0965-8416 ; Language Awareness ; https://hal.univ-lorraine.fr/hal-03573322 ; In press (2021)
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| 14 |
Presence, flow, and narrative absorption questionnaires: a scoping review
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In: Open Research Europe ; https://hal.archives-ouvertes.fr/hal-03228676 ; Open Research Europe, 2021, 1, pp.11. ⟨10.12688/openreseurope.13277.1⟩ (2021)
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| 15 |
The role of classroom assistants: a case study in the context of an immersion school ...
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Compétences socio-communicatives et apprentissage des mathématiques pour des élèves de 10-12 ans dans un dispositif d'immersion réciproque allemand-français ...
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| 17 |
屏東縣幼兒客語沉浸師資培育成效與教學實踐現況研究 ; Teacher Training Efficiency and Teaching Practice of Preschool Hakka Language Immersion Teachers in Pingtung County
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| 18 |
Enhanced Experiences in Interactive Nonfiction: An Experimental Study on the Effects of Nonlinearity and Interactivity
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In: International Journal of Communication; Vol 15 (2021); 23 ; 1932-8036 (2021)
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| 19 |
High-Stakes Education: Dual Language Immersion in Portland, Oregon
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In: University Honors Theses (2021)
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The influence of verb tense on mental simulation during literary reading ...
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